Student Perception of Critical Thinking in an Undergraduate Business Curriculum: The Influence of Gender and Academic Discipline

Abstract

This purpose of this study was to determine how students perceive and experience critical thinking in an undergraduate business curriculum and whether or not those perceptions and experiences are influenced by gender and academic discipline. This was a qualitative study that used focus groups and individual interviews to explore student experiences. There were a total of 22 participants, all of whom participated in a focus group. Of the 22 participants, seven participated in individual interviews. Focus group participants represented 11 majors at the business school and were split almost evenly along binary gender lines. The majority of interview participants were female, management information systems majors. Three major themes emerged from the data: critical thinking is a process, critical thinking is aided by interest in the subject matter, and technology use impacts critical thinking. Findings indicate that critical thinking is influenced by interest in the subject matter more than it is by academic discipline; however, findings linked to the influence of gender are inconclusive. Additional research is needed to more fully examine the influence of gender on student perception of critical thinking and how it intersects with academic discipline. Multiple implications for higher education practice, particularly as related to the Business School, emerged, including examination of pedagogical strategies, real-world applicability of course content, and the inclusion of experiential learning in the curriculum.